Graduation Year


Document Type




Degree Granting Department

Child and Family Studies

Major Professor

Kimberly Crosland, Ph.D.


Evaluation, Applied behavior analysis, Staff support, Special education, Teacher training


Behavioral skills training (BST) has been employed within many different populations to effect change in the way of reduction or acquisition of behaviors. For this study, a multiple-baseline across participants and modified ABAB design were employed. Analogue assessments and in-situ probes were conducted with three teachers following an initial training which occurred several months previously. These pre-assessments were followed by a separate booster training session for each individual teacher which lasted three and a half hours or less. Following the training, analogue and in-situ post assessments were conducted with each teacher. The independent variable was the booster training and the dependent variable was the percentage of steps performed correctly within each of the tools across assessments. Results showed the booster training to be effective in raising teacher scores as measures of performance of skills learned in the training to higher than those before the training. Some were even higher than the posttraining scores of the initial training. These results suggest that a booster training was effective in helping to raise scores following many months following the initial training.